Question: Who was responsible for creating comprehensive schools in Ireland?

Answer: Patrick Hillery

<hl> Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery , Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. <hl> Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Comprehensive schools were introduced into Ireland in 1966 by an initiative by <hl> Patrick Hillery <hl>, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Comprehensive schools were introduced into Ireland in 1966 by an initiative by <hl> Patrick Hillery <hl> , Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state.


Question: What was the only state-run educational system in Ireland prior to comprehensive schools?

Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Answer: vocational school system

<hl> Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system , which was then the only system of schools completely controlled by the state. <hl> Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the <hl> vocational school system <hl>, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the <hl> vocational school system <hl> , which was then the only system of schools completely controlled by the state.


Question: What type of school has surpassed comprehensive schools in Ireland?

Answer: community school

Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. <hl> The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. <hl> The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the <hl> community school <hl> concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'


Question: In what decade were community schools conceived?

In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. The state owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time.

Answer: 1970s

<hl> In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s . <hl> The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. The state owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time.

In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the <hl> 1970s <hl>. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. The state owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time.

In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the <hl> 1970s <hl> .


Question: Who owns the land on which Irish comprehensive schools are found?

Answer: The state

In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. <hl> The state owns the school property, which is vested in the trustees in perpetuity. <hl> The model was adopted to make state schools more acceptable to a largely conservative society of the time.

In Ireland comprehensive schools were an earlier model of state schools, introduced in the late 1960s and largely replaced by the secular community model of the 1970s. The comprehensive model generally incorporated older schools that were under Roman Catholic or Protestant ownership, and the various denominations still manage the school as patrons or trustees. <hl> The state <hl> owns the school property, which is vested in the trustees in perpetuity. The model was adopted to make state schools more acceptable to a largely conservative society of the time.


Question: What did the community school system remove from the comprehensive school model?

The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations.

Answer: the denominational basis of the schools

<hl> The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools , but religious interests were invited to be represented on the Boards of Management. <hl> Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations.

The introduction of the community school model in the 1970s controversially removed <hl> the denominational basis of the schools <hl>, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations.

The introduction of the community school model in the 1970s controversially removed <hl> the denominational basis of the schools <hl> , but religious interests were invited to be represented on the Boards of Management.


Question: What is a term for a grouping of local schools that cannot exist independently?

Answer: Community colleges

The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. <hl> Community colleges tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations. <hl>

The introduction of the community school model in the 1970s controversially removed the denominational basis of the schools, but religious interests were invited to be represented on the Boards of Management. Community schools are divided into two models, the community school vested in the Minister for Education and the community college vested in the local Education and Training Board. <hl> Community colleges <hl> tended to be amalgamations of unviable local schools under the umbrella of a new community school model, but community schools have tended to be entirely new foundations.


Question: In what year was the Walworth School established?

The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

Answer: 1946

The first comprehensives were set up after the Second World War. <hl> In 1946 , for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. <hl> Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

The first comprehensives were set up after the Second World War. In <hl> 1946 <hl>, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

In <hl> 1946 <hl> , for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949.


Question: Who established the Walworth School?

Answer: London County Council

The first comprehensives were set up after the Second World War. <hl> In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. <hl> Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the <hl> London County Council <hl> Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.


Question: What comprehensive school was established in Anglesey?

Answer: Holyhead County School

The first comprehensives were set up after the Second World War. <hl> In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. <hl> Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was <hl> Holyhead County School <hl> in Anglesey in 1949. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.


Question: When was Holyhead County School established?

Answer: 1949

The first comprehensives were set up after the Second World War. <hl> In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949 . <hl> Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in <hl> 1949 <hl>. Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.

In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in <hl> 1949 <hl> .


Question: Which comprehensive school openend in coventry?

Answer: Woodlands Boys School

The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. <hl> Other early examples of comprehensive schools included Woodlands Boys School in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton. <hl>

The first comprehensives were set up after the Second World War. In 1946, for example, Walworth School was one of five 'experimental' comprehensive schools set up by the London County Council Another early comprehensive school was Holyhead County School in Anglesey in 1949. Other early examples of comprehensive schools included <hl> Woodlands Boys School <hl> in Coventry (opened in 1954) and Tividale Comprehensive School in Tipton.


Question: Who was responsible for the proliferation of comprehensive schools in 1965?

The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]

Answer: Anthony Crosland

<hl> The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland , Secretary of State for Education in the 1964–1970 Labour government. <hl> The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]

The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by <hl> Anthony Crosland <hl>, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]

The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by <hl> Anthony Crosland <hl> , Secretary of State for Education in the 1964–1970 Labour government.


Question: what was Anthony Crosland's role in government?

Answer: Secretary of State for Education

<hl> The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. <hl> The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]

The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, <hl> Secretary of State for Education <hl> in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]


Question: Which type of school was not in widespread usage?

Answer: Secondary technical schools

The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. <hl> Secondary technical schools were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed] <hl>

The largest expansion of comprehensive schools in 1965 resulted from a policy decision taken in 1965 by Anthony Crosland, Secretary of State for Education in the 1964–1970 Labour government. The policy decision was implemented by Circular 10/65, an instruction to local education authorities to plan for conversion. Students sat the 11+ examination in their last year of primary education and were sent to one of a secondary modern, secondary technical or grammar school depending on their perceived ability. <hl> Secondary technical schools <hl> were never widely implemented and for 20 years there was a virtual bipartite system which saw fierce competition for the available grammar school places, which varied between 15% and 25% of total secondary places, depending on location.[citation needed]


Question: Who was made Secretary of State for Education in 1970?

In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.

Answer: Margaret Thatcher

<hl> In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. <hl> She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.

In 1970 <hl> Margaret Thatcher <hl> became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.


Question: What kind of school did Thatcher end the compulsion for existing schools to convert to?

Answer: comprehensive

In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. <hl> She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary. <hl>

In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more <hl> comprehensive <hl> schools were established under Mrs Thatcher than any other education secretary.


Question: What party was in power when Margaret Thatcher was made Secretary of State for Education?

Answer: Conservative

<hl> In 1970 Margaret Thatcher became Secretary of State for Education of the new Conservative government. <hl> She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.

In 1970 Margaret Thatcher became Secretary of State for Education of the new <hl> Conservative <hl> government. She ended the compulsion on local authorities to convert, however, many local authorities were so far down the path that it would have been prohibitively expensive to attempt to reverse the process, and more comprehensive schools were established under Mrs Thatcher than any other education secretary.


Question: By what year did the 11-plus exam mainly fall out of use?

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.

Answer: 1975

<hl> By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. <hl> Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.

By <hl> 1975 <hl> the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.


Question: What did secondary modern and grammar schools combine to become?

Answer: neighbourhood comprehensives

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. <hl> Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives , whilst a number of new schools were built to accommodate a growing school population. <hl> By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large <hl> neighbourhood comprehensives <hl>, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.

Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large <hl> neighbourhood comprehensives <hl> , whilst a number of new schools were built to accommodate a growing school population.


Question: Grammar schools that did not close were converted to what?

Answer: comprehensive schools

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. <hl> Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s. <hl>

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to <hl> comprehensive schools <hl> during the 1970s.


Question: What are two locations in which all secondary schools were converted to comprehensives in the '70s?

Answer: Sandwell and Dudley

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. <hl> Some local authorities, including Sandwell and Dudley in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s. <hl>

By 1975 the majority of local authorities in England and Wales had abandoned the 11-plus examination and moved to a comprehensive system. Over that 10-year period many secondary modern schools and grammar schools were amalgamated to form large neighbourhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By the mid-1970s the system had been almost fully implemented, with virtually no secondary modern schools remaining. Many grammar schools were either closed or changed to comprehensive status. Some local authorities, including <hl> Sandwell and Dudley <hl> in the West Midlands, changed all of its state secondary schools to comprehensive schools during the 1970s.


Question: Who initiated the scrutiny of the educational system in 1976?

In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.

Answer: James Callaghan

<hl> In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. <hl> He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.

In 1976 the future Labour prime minister <hl> James Callaghan <hl> launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.


Question: What is the only kind of school operating in Wales?

Answer: Comprehensive school

In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. <hl> Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. <hl> They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.

In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. <hl> Comprehensive school <hl> remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.


Question: Which political party was James Callaghan a member of?

Answer: Labour

<hl> In 1976 the future Labour prime minister James Callaghan launched what became known as the 'great debate' on the education system. <hl> He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.

In 1976 the future <hl> Labour <hl> prime minister James Callaghan launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system. Comprehensive school remains the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection. This figure varies by region.


Question: What law enables parents full control over their child's education?

Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.

Answer: Education Reform Act

<hl> Since the 1988 Education Reform Act , parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. <hl> The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.

Since the 1988 <hl> Education Reform Act <hl>, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.

Since the 1988 <hl> Education Reform Act <hl> , parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead.


Question: In what year was the Education Reform Act made into law?

Answer: 1988

<hl> Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. <hl> The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.

Since the <hl> 1988 <hl> Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.


Question: What concept does the government currently support for education?

Answer: specialisation

Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. <hl> Government policy is currently promoting ' specialisation ' whereby parents choose a secondary school appropriate for their child's interests and skills. <hl> Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.

Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting '<hl> specialisation <hl>' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.

Government policy is currently promoting ' <hl> specialisation <hl> ' whereby parents choose a secondary school appropriate for their child's interests and skills.


Question: Parental choice has informed what controversial practice?

Answer: league tables of school performance

Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. <hl> This logic has underpinned the controversial league tables of school performance . <hl>

Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to or whether to not send them to school at all and to home educate them instead. The concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down. Government policy is currently promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial <hl> league tables of school performance <hl>.

This logic has underpinned the controversial <hl> league tables of school performance <hl> .


Question: All public primary and secondary schools in Scotland are of what type?

Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of 2005.

Answer: comprehensive

<hl> Scotland has a very different educational system from England and Wales, though also based on comprehensive education. <hl> It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of 2005.

Scotland has a very different educational system from England and Wales, though also based on <hl> comprehensive <hl> education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of 2005.


Question: What has Scotland refused to adopt?

Answer: specialist schools

Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. <hl> The Scottish Government has rejected plans for specialist schools as of 2005. <hl>

Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for <hl> specialist schools <hl> as of 2005.


Question: When was Scotland's latest rejection of the specialist school model?

Answer: 2005

Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. <hl> The Scottish Government has rejected plans for specialist schools as of 2005 . <hl>

Scotland has a very different educational system from England and Wales, though also based on comprehensive education. It has different ages of transfer, different examinations and a different philosophy of choice and provision. All publicly funded primary and secondary schools are comprehensive. The Scottish Government has rejected plans for specialist schools as of <hl> 2005 <hl>.

The Scottish Government has rejected plans for specialist schools as of <hl> 2005 <hl> .


Question: Which country is Northern England's school system most different from?

Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland.

Answer: Scotland

<hl> Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland . <hl>

Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to <hl> Scotland <hl>.

Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to <hl> Scotland <hl> .


Question: Which countries have school systems somewhat similar to Northern Ireland?

Answer: England and Wales

<hl> Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in England and Wales than it is to Scotland. <hl>

Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, but it is more similar to that used in <hl> England and Wales <hl> than it is to Scotland.


Question: What is the French term for the Republic of the Congo?

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.

Answer: République du Congo

<hl> The Republic of the Congo (French: République du Congo ), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. <hl> It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.

The Republic of the Congo (French: <hl> République du Congo <hl>), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.

The Republic of the Congo (French: <hl> République du Congo <hl> ), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa.


Question: Which country lies on Congo's northeast border?

Answer: Central African Republic

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: <hl> Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. <hl>

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the <hl> Central African Republic <hl> to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.


Question: Whic country lies on Congo's western border?

Answer: Gabon

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. <hl> It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. <hl>

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: <hl> Gabon <hl> to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.


Question: Which country lies on Congo's northwest border?

Answer: Cameroon

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. <hl> It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest. <hl>

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa. It is bordered by five countries: Gabon to the west; <hl> Cameroon <hl> to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.


Question: In what part of Africa is the Congo located?

Answer: Central Africa

<hl> The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in Central Africa . <hl> It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in <hl> Central Africa <hl>. It is bordered by five countries: Gabon to the west; Cameroon to the northwest; the Central African Republic to the northeast; the Democratic Republic of the Congo to the east and south; and the Angolan exclave of Cabinda to the southwest.

The Republic of the Congo (French: République du Congo), also known as Congo, Congo Republic, West Congo[citation needed], or Congo-Brazzaville, is a country located in <hl> Central Africa <hl> .


Question: What language was spoken in the area that became the Congo?

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years.

Answer: Bantu

<hl> The region was dominated by Bantu -speaking tribes, who built trade links leading into the Congo River basin. <hl> Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years.

The region was dominated by <hl> Bantu <hl>-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years.

The region was dominated by <hl> Bantu <hl> -speaking tribes, who built trade links leading into the Congo River basin.


Question: When did the Congo gain its independence from colonial rule?

Answer: 1960

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. <hl> Upon independence in 1960 , the former colony of French Congo became the Republic of the Congo. <hl> The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years.

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in <hl> 1960 <hl>, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years.

Upon independence in <hl> 1960 <hl> , the former colony of French Congo became the Republic of the Congo.


Question: Who is the ruler of the Congo?

Answer: Denis Sassou Nguesso

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. <hl> Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years. <hl>

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President <hl> Denis Sassou Nguesso <hl> has ruled for 26 of the past 36 years.


Question: What title does Nguesso hold?

Answer: President

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. <hl> Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and President Denis Sassou Nguesso has ruled for 26 of the past 36 years. <hl>

The region was dominated by Bantu-speaking tribes, who built trade links leading into the Congo River basin. Congo-Brazzaville was formerly part of the French colony of Equatorial Africa. Upon independence in 1960, the former colony of French Congo became the Republic of the Congo. The People's Republic of the Congo was a Marxist–Leninist one-party state from 1970 to 1991. Multi-party elections have been held since 1992, although a democratically elected government was ousted in the 1997 Republic of the Congo Civil War and <hl> President <hl> Denis Sassou Nguesso has ruled for 26 of the past 36 years.


Question: What is the Congo's rank among other oil generating nations in the Gulf of Guinea?

Answer: fourth

<hl> The political stability and development of hydrocarbon production made Republic of Congo the fourth largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of oil revenues. <hl>

The political stability and development of hydrocarbon production made Republic of Congo the <hl> fourth <hl> largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of oil revenues.


Question: What income is subject to uneven distribution in the Congo?

Answer: oil revenues

<hl> The political stability and development of hydrocarbon production made Republic of Congo the fourth largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of oil revenues . <hl>

The political stability and development of hydrocarbon production made Republic of Congo the fourth largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of <hl> oil revenues <hl>.

The political stability and development of hydrocarbon production made Republic of Congo the fourth largest oil producer in the Gulf of Guinea and provided the country with a relative prosperity despite the poor state of its infrastructure and public services and an unequal distribution of <hl> oil revenues <hl> .


Question: What group of people were living in the area that would become the Congo prior to the arrival of Bantu tribes?

Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.

Answer: Pygmy

<hl> Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. <hl> The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.

Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the <hl> Pygmy <hl> people, about 1500 BC. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.


Question: When did Bantu tribes arrive in the area formerly populated by the Pygmy people?

Answer: 1500 BC

<hl> Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC . <hl> The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.

Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about <hl> 1500 BC <hl>. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.

Bantu-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about <hl> 1500 BC <hl> .


Question: The Bakongo were a group derived from which tribes?

Answer: Bantu

<hl> Bantu -speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. <hl> The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.

<hl> Bantu <hl>-speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC. The Bakongo, a Bantu ethnic group that also occupied parts of present-day Angola, Gabon, and Democratic Republic of the Congo, formed the basis for ethnic affinities and rivalries among those countries. Several Bantu kingdoms—notably those of the Kongo, the Loango, and the Teke—built trade links leading into the Congo River basin.

<hl> Bantu <hl> -speaking peoples who founded tribes during the Bantu expansions largely displaced and absorbed the earliest inhabitants of the region, the Pygmy people, about 1500 BC.


Question: Whose expedition arrived at the mouth of the Congo River in 1484?

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.

Answer: Diogo Cão

<hl> The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. <hl> Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.

The Portuguese explorer <hl> Diogo Cão <hl> reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.


Question: What was Diogo Cao's nationality?

Answer: Portuguese

The Portuguese

<hl> The Portuguese <hl> explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.

The <hl> Portuguese <hl> explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.


Question: What did European traders exchange with Bantu people?

Answer: commodities, manufactured goods, and people

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. <hl> Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. <hl> After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various <hl> commodities, manufactured goods, and people <hl> captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region.


Question: When did formal colonization of the Congo River delta begin?

Answer: late 19th century

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. <hl> After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century , subsequently eroding the power of the Bantu societies in the region. <hl>

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the <hl> late 19th century <hl>, subsequently eroding the power of the Bantu societies in the region.

After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the <hl> late 19th century <hl> , subsequently eroding the power of the Bantu societies in the region.


Question: Colonization reduced the power of what groups in the Congo River basin?

Answer: Bantu societies

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. <hl> After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the Bantu societies in the region. <hl>

The Portuguese explorer Diogo Cão reached the mouth of the Congo in 1484. Commercial relationships quickly grew between the inland Bantu kingdoms and European merchants who traded various commodities, manufactured goods, and people captured from the hinterlands. After centuries as a major hub for transatlantic trade, direct European colonization of the Congo river delta began in the late 19th century, subsequently eroding the power of the <hl> Bantu societies <hl> in the region.


Question: When did the French take control of the region to the north of the Congo River?

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.

Answer: 1880

<hl> The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. <hl> This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.

The area north of the Congo River came under French sovereignty in <hl> 1880 <hl> as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.


Question: Who brokered a traty with the Makoko people?

Answer: Pierre de Brazza

<hl> The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza 's <hl> treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.

The area north of the Congo River came under French sovereignty in 1880 as a result of <hl> Pierre de Brazza <hl>'s treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.

The area north of the Congo River came under French sovereignty in 1880 as a result of <hl> Pierre de Brazza <hl> 's


Question: What was the French Congo's name changed to in 1903?

Answer: Middle Congo

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. <hl> This Congo Colony became known first as French Congo, then as Middle Congo in 1903. <hl> In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as <hl> Middle Congo <hl> in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.


Question: What group of French colonies was created in 1908?

Answer: French Equatorial Africa

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. <hl> In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). <hl> The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized <hl> French Equatorial Africa <hl> (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives.


Question: How many people are estimated to have died as a result of the creation of the Congo-Ocean Railroad?

Answer: 14,000

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. <hl> The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least 14,000 lives. <hl>

The area north of the Congo River came under French sovereignty in 1880 as a result of Pierre de Brazza's treaty with Makoko of the Bateke. This Congo Colony became known first as French Congo, then as Middle Congo in 1903. In 1908, France organized French Equatorial Africa (AEF), comprising Middle Congo, Gabon, Chad, and Oubangui-Chari (the modern Central African Republic). The French designated Brazzaville as the federal capital. Economic development during the first 50 years of colonial rule in Congo centered on natural-resource extraction. The methods were often brutal: construction of the Congo–Ocean Railroad following World War I has been estimated to have cost at least <hl> 14,000 <hl> lives.


Question: What served as the capital of France in spirit during the Occupation?

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic.

Answer: Brazzaville

<hl> During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. <hl> The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic.

During the Nazi occupation of France during World War II, <hl> Brazzaville <hl> functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic.


Question: What meeting brought about changes in France's policy towards its colonies?

Answer: Brazzaville Conference of 1944

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. <hl> The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. <hl> Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic.

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The <hl> Brazzaville Conference of 1944 <hl> heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic.


Question: When did Brazzaville get its own local government?

Answer: 1946

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. <hl> It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic. <hl>

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the <hl> 1946 <hl> constitution that established the Fourth Republic.


Question: What did the 1946 constitution establish Brazzaville as?

Answer: the Fourth Republic

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. <hl> It also received a local legislature after the adoption of the 1946 constitution that established the Fourth Republic . <hl>

During the Nazi occupation of France during World War II, Brazzaville functioned as the symbolic capital of Free France between 1940 and 1943. The Brazzaville Conference of 1944 heralded a period of major reform in French colonial policy. Congo benefited from the postwar expansion of colonial administrative and infrastructure spending as a result of its central geographic location within AEF and the federal capital at Brazzaville. It also received a local legislature after the adoption of the 1946 constitution that established <hl> the Fourth Republic <hl>.

It also received a local legislature after the adoption of the 1946 constitution that established <hl> the Fourth Republic <hl> .


Question: When was the Fifth Republic founded?

Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

Answer: 1958

<hl> Following the revision of the French constitution that established the Fifth Republic in 1958 , the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. <hl> During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

Following the revision of the French constitution that established the Fifth Republic in <hl> 1958 <hl>, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

Following the revision of the French constitution that established the Fifth Republic in <hl> 1958 <hl> , the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community.


Question: What was disbanded in 1958?

Answer: the AEF

<hl> Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. <hl> During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

Following the revision of the French constitution that established the Fifth Republic in 1958, <hl> the AEF <hl> dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.


Question: In 1958, what did the Middle Congo change its name to?

Answer: the Republic of the Congo

Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. <hl> During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959. <hl> Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as <hl> the Republic of the Congo <hl> in 1958 and published its first constitution in 1959. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.


Question: When did the Congo establish its first constitution?

Answer: 1959

Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. <hl> During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in 1959 . <hl> Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

Following the revision of the French constitution that established the Fifth Republic in 1958, the AEF dissolved into its constituent parts, each of which became an autonomous colony within the French Community. During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in <hl> 1959 <hl>. Antagonism between the pro-Opangault Mbochis and the pro-Youlou Balalis resulted in a series of riots in Brazzaville in February 1959, which the French Army subdued.

During these reforms, Middle Congo became known as the Republic of the Congo in 1958 and published its first constitution in <hl> 1959 <hl> .


Question: On what date was the Congo made fully independent from colonial rule?

The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.

Answer: August 15, 1960

<hl> The Republic of the Congo received full independence from France on August 15, 1960 . <hl> Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.

The Republic of the Congo received full independence from France on <hl> August 15, 1960 <hl>. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.

The Republic of the Congo received full independence from France on <hl> August 15, 1960 <hl> .


Question: Who was the first leader of the independent Congo?

Answer: Fulbert Youlou

The Republic of the Congo received full independence from France on August 15, 1960. <hl> Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. <hl> The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.

The Republic of the Congo received full independence from France on August 15, 1960. <hl> Fulbert Youlou <hl> ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.


Question: Who replaced Youlou?

Answer: Alphonse Massamba-Débat

The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. <hl> The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat . <hl>

The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by <hl> Alphonse Massamba-Débat <hl>.

The Congolese military took charge of the country briefly and installed a civilian provisional government headed by <hl> Alphonse Massamba-Débat <hl> .


Question: Who were responsible for the revolts that ended with Youlou's removal?

Answer: labour elements and rival political parties

The Republic of the Congo received full independence from France on August 15, 1960. <hl> Fulbert Youlou ruled as the country's first president until labour elements and rival political parties instigated a three-day uprising that ousted him. <hl> The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.

The Republic of the Congo received full independence from France on August 15, 1960. Fulbert Youlou ruled as the country's first president until <hl> labour elements and rival political parties <hl> instigated a three-day uprising that ousted him. The Congolese military took charge of the country briefly and installed a civilian provisional government headed by Alphonse Massamba-Débat.